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The impact of portfolio assessment on Iranian English learners' autonomy and writing skills

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Document pages: 13 pages

Abstract: Portfolio assessment is a purposeful and systematic collection of students works to demonstrate progress over time. The researchers used Oxford rapid positioning test, Autonomy Questionnaire and topic based paragraph writing as pre-test and post-test. The research design is the quasi experimental design. Therefore, the researchers selected 120 learners by convenience sampling method, including 60 middle and senior learners and 60 senior learners. Participants were divided into two homogeneous groups (30 learners), including two upper middle level groups and two advanced level groups as the experimental group and the control group. Both groups had an experimental writing pretest before treatment. The experimental group had RECived the treatment of four writing tasks to perform. In order to address the research questions, descriptive statistics and covariant analysis were used. Based on the results achieved from the first research question, portfolio assessment has a positive significant effect on Iranian EFL learners’ autonomy on both upper-intermediate and advanced levels. The results also indicated that portfolio assessment has a positive significant effect on Iranian EFL learners’ writing skills on both upper-intermediate and advanced levels.

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